Texas State Literacy Plan, Version 3.0 (Draft)
R
Age 0 to School Entry: Reporting and Accountability
eporting and Accountability
Age 0 to School Entry
This component supports the implementation of all other components of the Texas State Literacy Plan (TSLP). Early childhood
sites are asked to share children’s data to help provide continuity of services for children as they transition to other sites, such
as prekindergarten and kindergarten programs. The Action Steps in this component call on leaders to hold themselves and their
instructional staffs accountable for implementing their data-informed plan for improving language and pre-literacy instruction.
Reporting and Accountability Action Steps: Age 0 to School Entry
R1. Establish a system for collecting and sharing information to facilitate continuity of services and instruction for children.
R2. Ensure quality of instruction and services by having site administrators regularly visit classrooms.
R3. Examine and communicate site/campus-based prekindergarten assessment performance data and progress toward goals in
the data-informed plan for improving language and pre-literacy instruction.
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Texas State Literacy Plan, Version 3.0 (Draft)
© 2015 Texas Education Agency/The University of Texas System
Age 0 to School Entry: Reporting and Accountability
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Texas State Literacy Plan, Version 3.0 (Draft)
Age 0 to School Entry: Reporting and Accountability
Reporting and Accountability: Age 0 to School Entry
R1. Establish a system for collecting and sharing information to facilitate continuity of services and instruction for children.
A
Planning Implementation
The site/campus-based
leadership team plans to:
B
Initial Implementation
Administrators begin to:
C
Full Implementation
with Fidelity
D
Reflective Sustainability
A system for sharing information
during the transition of children
between sites and schools is in
place.
A system for sharing information
during the transition of children
between sites and schools has
been in place for more than a
year.
Administrators and instructional
staff routinely:
Administrators and instructional
staff continue to:
Identify information that
needs to be shared as children
transition to other sites,
such as prekindergarten and
kindergarten programs.
Establish a process for providing
information about children
who transfer to other sites or
campuses, such as transfer
packets for parents and
parent release for transferring
information to other sites/
campuses.
Follow established procedures
for providing relevant
information about children
transferring to other sites and
schools whenever possible.
Provide relevant information
about children transferring
to other sites and schools
whenever possible. Evaluate and
improve the process for sharing
information as needed.
Identify information parents or
previous sites or schools could
provide that could be used to
inform instruction and services
for newly enrolled children.
Establish a process for collecting
information as children are
enrolled.
Use information collected
at enrollment to inform the
instruction and services
provided to children.
Use information collected
at enrollment to inform the
instruction and services
provided to children.
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Texas State Literacy Plan, Version 3.0 (Draft)
Age 0 to School Entry: Reporting and Accountability
Reporting and Accountability: Age 0 to School Entry
R1. Establish a system for collecting and sharing information to facilitate continuity of services and instruction for children.
Establish lines of
communication with sites and
schools that frequently send
children and with sites and
schools to which children often
transfer, whenever possible.
Establish guidelines and
expectations for instructional
staff to communicate with
sites and schools in a timely
manner about newly enrolled
children and children who have
transferred to other schools and
sites, whenever possible.
Communicate with sites and
schools in a timely manner
about newly enrolled children
and children who have
transferred to other schools and
sites, whenever possible.
Communicate with sites and
schools in a timely manner
about newly enrolled children
and children who have
transferred to other schools and
sites, whenever possible.
Sample Evidence
Written process and format for collecting and sharing information
Written guidelines for instructional staff
Agendas, minutes, and sign-in sheets
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Texas State Literacy Plan, Version 3.0 (Draft)
Age 0 to School Entry: Reporting and Accountability
Reporting and Accountability: Age 0 to School Entry
R2. Ensure quality of instruction and services by having site administrators regularly visit classrooms.
A
Planning Implementation
The site/campus-based
leadership team plans to:
B
Initial Implementation
Administrators begin to:
C
Full Implementation
with Fidelity
D
Reflective Sustainability
The practice of classroom visits
for providing feedback is in
place.
The practice of classroom visits
for providing feedback has been
in place for more than a year.
Administrators routinely:
Administrators continue to:
Explain the initiatives in
the data-informed plan for
improving language and
pre-literacy instruction to
instructional staff.
Communicate daily expectations
for instructional staff in carrying
out the data-informed plan for
improving language and preliteracy instruction.
Ensure that instructional
staff clearly understands the
expectations for carrying out
the data-informed plan for
improving language and preliteracy instruction.
Communicate with instructional
staff about expectations for
language and pre-literacy
instruction. Provide updates
on initiatives and outcome
data results. Provide necessary
training and ongoing support to
newly hired instructional staff.
Establish a system for providing
feedback to instructional staff
members on their language and
pre-literacy instruction.
Visit classrooms to provide
feedback to instructional staff
members on their language and
pre-literacy instruction.
Provide instructional staff
members with feedback on
their language and pre-literacy
instruction. The feedback should
be based on state guidelines for
the ages of the children.
Provide feedback to
instructional staff on language
and pre-literacy instruction.
Consider the quality of services
and instruction in place and
include teacher input when
evaluating and revising
the data-informed plan for
improving language and
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Texas State Literacy Plan, Version 3.0 (Draft)
Age 0 to School Entry: Reporting and Accountability
Reporting and Accountability: Age 0 to School Entry
R2. Ensure quality of instruction and services by having site administrators regularly visit classrooms.
pre-literacy instruction.
Provide administrators with
opportunities to increase their
ability to identify effective
classroom practices, provide
feedback, and use tools for
observation.
Share observation tools and
evaluation procedures with staff.
Use a written evaluation system
when conducting regular
classroom visits, for example,
once a month with a 15 minute
follow-up conference.
Collect and use data in
appraising instructional staff
and making staffing decisions,
such as identifying training
needs or mentoring other staff.
Sample Evidence
Data-informed plan for improving language and pre-literacy instruction
Classroom observation forms
Completed observation forms and follow-up meeting notes/minutes
Written instructional staff evaluation procedure or policy
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Texas State Literacy Plan, Version 3.0 (Draft)
Age 0 to School Entry: Reporting and Accountability
Reporting and Accountability: Age 0 to School Entry
R3. Examine and communicate site/campus-based prekindergarten assessment performance data and progress toward goals in the datainformed plan for improving language and pre-literacy instruction.
A
Planning Implementation
The site/campus-based
leadership team plans to:
B
Initial Implementation
C
Full Implementation
with Fidelity
D
Reflective Sustainability
Administrators and instructional
staff begin to:
The practice of examining and
communicating performance
data and progress toward goals
in the data-informed plan for
improving language and preliteracy instruction is in place.
The practice of examining and
communicating performance
data and progress toward goals
in the data-informed plan for
improving language and preliteracy instruction has been in
place for more than a year.
Administrators and instructional
staff routinely:
Administrators and instructional
staff continue to:
Ensure that all administrators
and instructional staff have the
knowledge and skills to analyze
data to evaluate language
and pre-literacy outcomes for
children.
Examine data to evaluate
language and pre-literacy
outcomes.
Examine data to evaluate
language and pre-literacy
outcomes.
Examine data to evaluate
language and pre-literacy
outcomes. Procedures and
guidelines for this process are
established and written for
new instructional staff and
administrators to follow.
Ensure that all administrators
and instructional staff have the
knowledge and skills to examine
data to evaluate site/campus
performance in achieving
Examine data to evaluate
site/campus performance in
achieving language and preliteracy targets for children in
different subgroups. Subgroups
Examine data to evaluate
site/campus performance in
achieving language and preliteracy targets for children in
different subgroups. Subgroups
Follow established procedures
to evaluate site/campus
performance in achieving
language and pre-literacy
targets for children in different
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Texas State Literacy Plan, Version 3.0 (Draft)
Age 0 to School Entry: Reporting and Accountability
Reporting and Accountability: Age 0 to School Entry
R3. Examine and communicate site/campus-based prekindergarten assessment performance data and progress toward goals in the datainformed plan for improving language and pre-literacy instruction.
language and literacy targets for
children in different subgroups.
Subgroups may include
ethnicity, economic status, and
English language proficiency.
may include ethnicity, economic
status, and English language
proficiency.
may include ethnicity, economic
status, and English language
proficiency.
subgroups. Subgroups may
include ethnicity, economic
status, and English language
proficiency.
Ensure that all relevant
staff members know the
procedures and policies for
reporting language and literacy
performance data to the district
and state, when applicable.
Report language and preliteracy performance data to
the district and state using
appropriate procedures, when
applicable.
Report language and literacy
performance data to the district
and state using appropriate
procedures, when applicable.
Report language and literacy
performance data to the district
and state using appropriate
procedures, when applicable.
Identify a variety of meaningful
and accessible ways to provide
site/campus language and
pre-literacy performance
information. Establish
procedures for communicating
this information to families and
the community, as appropriate.
Communicate performance
on language and pre-literacy
measures to families and the
community in formats that are
meaningful and accessible, as
appropriate.
Communicate performance
on language and pre-literacy
measures to families and the
community in formats that are
meaningful and accessible, as
appropriate.
Follow, evaluate, and improve
procedures for communicating
language and pre-literacy
performance to families and
stakeholders.
Sample Evidence
Agendas, sign-in sheets, and minutes from data analysis meetings
Reports and analyses of language and pre-literacy data
Communication to families and other stakeholders about language and pre-literacy performance, such as announcements of meetings,
agendas, sign-in sheets, and summaries or other handouts provided
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